''TV !^F 

COISfKIJC'l 







LIBRARY OF CONGRESS. 

Chap. :______. Copyright No. 



Shelf— 'IS-4S 



UNITED STATES OF AMERICA. 



Construction Work 



CARDBOARD AND PAPER 



GRADES I to IV 



WITHOUT THE USE OF TOOLS; WITH A COURSE IN WOODWORK 
FOR THE FIFTH GRADE. 



COMPILED BY 

ROBERT M. SMITH 

SUPERVISOR OF MANUAL TRAINING, CHICAGO PUBLIC SCHOOLS. 



A. FLANAGAN CO. 

CHICAGO. 



45003 



Library of Conarest 

Twu Copies Kta<vE0 
SEP 8 1900 

Copyright tntry 

*&texs&X 

SECOND COPY. 
0RD£8 DIVISION, 

OCT 16 1900 









COPYRIGHT, 1900 

BY 

A. FLANAGAN CO. 



INTRODUCTION. 

With the prevalent demand for the introduction of 
manual training into the elementary school, there is a 
feeling that some preparatory work should be undertaken 
leading up from the kindergarten to the fifth or sixth 
grades. Very much has been done for the children of 
the upper grades; but little work of a methodical charac- 
ter has been provided for bridging the gap between the 
kindergarten and these grades. 

If manual training is educational in the kindergarten 
and the upper grades, it must likewise be educational in 
the lower grades of the elementary school, and there is no 
reason why its continuity, throughout the whole of a 
child's school course, should be broken. 

It must be detrimental to the child to stop this training 
at the age of six years and expect him to undertake a line 
of work distinct from the ordinary school course, during 
the last few years of school. If a thorough education is 
to be afforded the child, the intermediate preparation 
must be continuous and thorough. 

In order to do this, I propose introducing a method 
which may be adapted to the needs and capacities of the 
younger children. 



4 CONSTRUCTION WORK. 

The cardboard course herein outlined, when subjected 
to the test of what is best for children, may fall far short 
of an ideal course; but that paper and cardboard work 
have a real and practical value, is shown by the results 
which have been obtained from it in almost all European 
countries, particularly Germany, France and Switzerland. 

Heretofore the books published on manual work have 
contained such meager details of cardboard work as an 
educational method, that it has attracted very little 
attention. 

Cardboard work, as an introduction to what might be 
called the rougher work in wood, will enable the child to 
make more rapid progress in the latter when he has 
reached that stage of physical development where he can 
begin it profitably. 

The principle followed in arranging the exercises, has 
been to proceed as logically as possible from easy to more 
difficult work. 

The following are some of the advantages to be derived 
from' instruction in paper and cardboard work: 

i. The children are trained to habits of order and 
exactness as the work requires careful and exact eye and 
finger work. 

2. It teaches the children to be careful in the manipu- 
lation of their material. 

3. It creates a spirit of emulation in the class-room ; for 
each pupil tries to obtain better results than his neighbor. 

4. It encourages pupils who are dull in the ordinary 
school work, and, as those pupils are frequently among 
the best in construction work, it inspires them to do bet- 
ter work in all their lessons. They realize that there is 
one thing which they can do as well if not better than 
their more brilliant classmates. 



INTRODUCTION. 5 

5. It develops the powers of observation, and strength- 
ens the valuable habit of attention. 

6. The drawing required of the pupils is a great help 
to them in the higher grades. 

The child constantly creates; and at the end of each 
creation, by the physical and intellectual excitement 
which instigates the work of the fingers and the mind, he 
finds encouragement for new efforts. 

This method is extremely simple and it offers a series 
of constructions which are pleasing to children and pro- 
vokes in them the initiative of thought and the develop- 
ment of the aesthetic sentiment. 

The method necessitates the employment of very little 
material — merely cardboard and paper. 

It does not require the use of the rule, the square, the 
compass, the knife, scissors, glue, or paste, nor any of the 
tools commonly used in this kind of work. 

The danger arising from the use of sharp tools is 
avoided. 

There is no limit to the number in a class. 

The preparation of the lessons is easy and quick. 

The models made are accurate, varied, and capable of 
being very richly decorated. 



INDEX. 







PAGE 




PAGE 


Angles 




14 


Cross Cut 


133 


Angular Cube 




. 56 


Cubic Box 


112, 113 


Architectural Effects 


. 60,80 


Cubes . 56, 57, 68, 


69, 96, 113 


Awl Handle . 




132 


Denticles 


16 


Awl used . 




137 


Dividers used 


133 


Basket 




124 


Doll's Cradle . 


. 52, 53 


Boat . 




124, 125 


Double Square 


28, 40 


Box . 49, 50 


,53, 


116, 117, 124 


<( Rectangle 


52 


Bracelet 




24 


Drawing Models . 


76, 77 


Bridge 




60, 61 


Egg-Box . 


124, 125 


Brace and Bit 




136, 137 


Exercises of First Class 


15 


Cardboard Construction Work 


File used . 


133 






56, 80-86 


Filing . 


. 134 


Cathedral . 




60, 61 


Flower Pot Cover 


124 


Chairs 




. 14 


Flower Stick 


. 132, 136 


Chair Caning 




24 


Forms of Beauty 


16 


Child's Bank 




. 56 


Folding Angles 


. 15 


Checkerboard . 




44 


Froebelian Knot 


20, 36, 44 


Chisel . 




. 149 


Glasses 


. 14 


Chain 


104, 


105, 108, 109 


Grecian Pattern 


16 


Chalk Box . 




. 124, 125 


Gauge . 


. 141 


Circles 




. 28, 36 


Hammer used . 


137 


Common Forms 




. 14 


Hat Rack 


14 


Column 




. 88, 89 


Hexagon 


68, 69 


Cornice 




92, 93 


Hour Glass 


16 


Cover 




116, 117, 124 


Interlacings . " . 


. 24 


Coat Hanger 




148, 149 


Key Tag 


140, 141 


Coping Saw 




. ' 146 


Knife Practice 


. 133 


Cross 




14, 64, 65 


Ladders 


14 


Creasing . 




12 









PAGE 




PAGE 


Lamp Mat . 24, 


152, 153, 156 


Ring . . 28, 97, 108, 


109, 122 


" Shade 


124, 125 


Running Ornaments 




Lantern, Venetian 


60, 61 


16, 36, 41, 88, 89, 


104, 105 


Letters 


14 


Rule used 


. 133 


Lid 


. 116, 117 


Sandpaper used 


133 


Loop 


24 


Saw used 


. 134 


Long Cut 


. 133 


Second Class Exercises 


21 


Materials . 


. 9, 10 


Sewing Basket 


68, 69 


Monument 


88, 89 


Shade 


124, 125 


Mortise 


122, 129 


Speer Work . 


. 79 


Muff . 


. 28 


Sphere 


. 32, 33 


Music Roll 


128, 129 


Square Pavement . 


48, 49 


Napkin Ring 


. 128, 129 


Squaring up 


138 


Netting 


. 20, 24 


Superposition 


33,42 


Panels 


. 124, 125 


Scraper 


145 


Paper Construction 


. 72,73 


Smoothing Plane . 


. 145 


" Knife . 


. 144, 145 


Square used 


141 


' ' Wrapper 


. ■ 129 


Table .... 


. 14 


Parallelopipeds 60, 61 


64, 65, 88, 89 


Tearing 


11 


Pen Holder 


136, 137 


Tenon . . . 120, 


121, 129 


Pavements 


48, 49 


Third Class Construction 


41 


Preparatory Course i 


n Wood- 


Tools .... 


. 14 


work . 


133 


Towers 


. 60, 61 


Pyramid 


. 100, 101 


Venetian Lantern . 


60, 61 


Raised Construction 


. 48, 49 


Weaving . 


. 20, 24 


Rosette 


28, 32 


Window Decoration 


20, 24 


Right Angles 


14 


" Screen 


24 



MATERIALS. 



MATERIALS. 

Small sponge. 

Paper and cardboard of different sizes, widths, and 
colors, 22 inches long, numbered in order to facilitate 
ordering. 

N. B. — All material to be put up in bundles of 200. 

1. Paper %" wide — red, white, blue, orange, green, and yellow. 



No 



3 A 



1" 

1^" 



No. 



Nos, 1 to 8 are gummed one inch at one end. 
9. Paper %" 1 

/*" \ Gummed on one side the whole length. 



10. 
" 11. '' 1" 
" 12. " iyi" } 

The last four are of the following colors : White, salmon 
medium, yellow medium, blue medium, green medium, 
pink medium, light pink medium, orange plated, green 
plated, vermilion plated. 



No. 13. 

" 14- 

" 15. 

" 16. 

No. 17. 

No. 18. 
No. 19. 

No. 20. 

No. 21. 
" 22. 



Paper i%" wide, white, 22" long. 



Cardboard 3%" x 5^", 2 ply, Folding Bristol, white, dark 
blue, green, red, cherry, tea, orange, yellow. 

Cardboard 3^" x 2%", 2 ply, Folding Bristol, white, dark 
' blue, green, red, cherry, tea, orange, yellow, 

Cardboard 3X" XI ^". 2 Vh~> Folding Bristol, white, dark 
blue, green, red, cherry, tea, orange, yellow. 

Cardboard 2^" x i^", 2 ply, Folding Bristol, white, dark 
blue, green, red, cherry, tea, orange, yellow. 

Cardboard 3^" x 22" 2 ply Folding Bristol, white. 

" 2l/"X22" " 



10 CONSTRUCTION WORK. 

No. 23. Cardboard i}£" x 22" 2 ply Folding Bristol, white. 

" 24. " lX"X22" " 

" 25. Paper 12" x 14" olive green, white, and dark brown. 
" 26. " 22" x 30" " " " " 

" 27. " !${'' X22" white. 

" 28. " I^"X22» 

" 29. " ^"X22" 

" 30. " ^" X 22" " 

I gladly acknowledge my indebtedness to M. Martin, of 
Paris, France; M. Grandchamp, of Geneva, Switzerland, 
for aid in harmonizing the work with the kindergarten, 
and also to "Le Journal du Travail Manuel," Paris, and 
"Blatter ftir Knabauhandarheit, " for many designs and 
hints which are embodied in the course. 

The book has been interleaved for the benefit of those 
teachers who m.2ij wish to add the more minute directions 
of a teacher, or to note and draw any special designs 
which may be originated by the teacher or the pupil. It 
would be very advantageous if each pupil were provided 
with a copy of the course, as he could then originate 
designs at home, draw them on the blank leaves, and sub- 
mit them to the teacher. 



12 CONSTRUCTION WORK. 



HAND TRAINING WITH NARROW BANDS OF 

PAPER. 

Materials. — Strips of different colored paper of various 
widths, and small sponge. 

The exercises with narrow bands of paper, which have 
already been used in the kindergarten, may be used to so 
great advantage in the primary grades, that we think it 
well to begin with this form of training. 

These exercises may be divided into three classes: the 
first includes exercises where the narrow band is simply 
placed on a sheet of paper and is fashioned into common 
forms; the second includes weaving; and the third, con- 
structions in elevation. 




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EXERCISES OF FIRST CLASS. 15 



EXERCISES OF THE FIRST CLASS. 

Figures i to 8 include the exercises of the first class. 
This series of exercises is specially fitted to provoke the 
initiative of the child, whose imagination will furnish the 
most beautiful designs. 

Those given here are merely suggestive. 

Fig. i. Combinations of several bands of paper; ver- 
tical, horizontal, and oblique positions; right angles, 
cross, letters, etc. 

Fig. 2. Folding angles from a single band. 

Fig. 3. Common forms: stool, tables, chairs, glasses, 
ladders, hat rack, etc. 




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EXERCISES OF FIRST CLASS. 17 



Materials. — Nos. i, 2, and 25. 

Figs. 4 to 8. Forms of beauty: hourglass, running 
ornaments, denticles, Grecian pattern, etc. 






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EXKRCISKS OF SECOND CI.ASS. 21 



THE SECOND CLASS OF EXERCISES. 

The second class of exercises with the narrow bands 
consists of weaving and interlacing - . 

Materials.— For Fig. 9, No. 7; Fig. 10, No. 6; Fig. 11, 
Nos. 6 and 7; Fig. 12, Nos. 6 and 7, and No. 25 for all. 

Place two bands parallel on the ground paper. Fix 
points A on the ground paper by moistening the ends of 
the bands with sponge and press them down by rubbing 
them with the nail. These bands may be placed any dis- 
tance apart at will. A third band, fixed in the same way 
by its end, is woven in with the other two, forming at 
each turn a Froebelian knot, composed of two right- 
angled folds (Fig. 9). 

Make the same exercise with three or more parallel 
bands, either by fastening the knot or by separating the 
two right-angled folds which form it (Fig. 9). 

Place a row of several parallel, equidistant bands, fixed 
at one end (Fig. 10). 

Interlace regularly as many perpendicular bands and 
make them equidistant at one end, fastening them as 
before at A so that they may be easily raised. 

This forms the most elementary pattern for weaving. 
Make the netting (Fig. 10). Place a supplementary band 
between the vertical bands without interlacing them, 
then slip another band between the horizontal bands, 
taking care to have it pass under the narrow vertical 
bands last placed. We obtain pattern Fig. 11. 

Instead of placing a single supplementary band, place 
two, three, or more, between two bands of the netting, 
vertically or horizontally, or in two directions at a time — 
the more changes the greater the variety of designs. 



22 CONSTRUCTION WORK. 



Or, still better, alternatively omit the placing of the 
supplementary band ; the interlacing then presents longer 
openings, and is well adapted for window decoration. 

Make the netting Fig. 10. 

Place the supplementary bands under the netting 
obliquely to vertical and horizontal bands, by having them 
pass without interlacing them, under the places where 
they cross. This is a very strong or fine pattern. It 
only shows triangular openings (Fig. 12). 



EXERCISES OF SECOND CLASS. 25 

Materials. — Fig. 13, Nos. 1 and 2; Figs. 14, 15, 16, 17, 
and 18, Nos. 1, 2, 5, 6, and No. 25 for all. 

Should a more complicated pattern than the preceeding 
be desired, slip a new band vertically below, by having 
it pass above the crossings of the two oblique bands, and 
then another horizontally (Fig. 13). 

These designs help to invent others which may be 
varied by disposing the bands differently, and by using 
different colored papers. 

We now come to the triangular or hexagonal interlac- 
ings which are very solid and capable of being applied to 
a great number of constructions, and the octagonal weav- 
ing used in caning chairs. 

Take three bands of strong paper, and cross all three 
(Fig. 14) to obtain a pattern with six branches; be careful 
that they are arranged in such a way that they bind each 
other. This elementary weaving gives us three angles, 
X, X, and X. Across each of these place a new band, 
being careful that the new band slips over band 1 and 
under band 2, so that it cannot slip beyond the vertex of 
the angles. 

When the three new bands are placed (Fig. 15), we 
obtain a firm pattern giving a great number of angles, 
among which we find X, X', and X". Pass a single band 
across the two angles X under one band and over the 
other, in such a way that they cross each other. Slip 
another across the angles X' and X', and a third across 
the angles X" and X". The hexagonal netting which 
forms the ground work of this weaving likewise admits 
of several practical applications (Fig. 16). 

It may be used for a lamp mat or a window screen, 
etc. If it is constructed of bands of a certain length 
(Fig. 17), we can make a pretty hand satchel, by sewing 
three consecutive angles, lining the inside with silk 



26 CONSTRUCTION WORK. 



paper and providing it with a small handle. The pret- 
tiest of all applications, however, are the imitations of 
windows. 

Take some straight bands and place them two by two, 
having a distance of four times their width between two 
pairs (Fig. 18). Place others in a perpendicular position, 
and at the same distance but interlacing them regularly 
with the first, once above and once below. This is the 
same method of weaving as shown in Fig. 10, with the 
bands woven two by two. 



EXERCISES OF SECOND CIvASS. 29 

Materials. — Figs. 19 to 25, Nos. 1, 2, 3, and 4. 

The third series of exercises with bands consists of the 
employment of a doubled square made from the bands 
themselves. 

Take two bands and place one across the other so that 
the end of a band or X (Fig. 19a) overlaps by a width; 
the part X forms a square. Fold X over on the other 
band (Fig. 19b), and also fold over the end opposite to X 
(Fig. 19c). The band thus folded back forms a muff into 
which the other slips. Take the end A of that and with 
it describe an arc of a circle and slip it under the folded 
part X (Fig. i9d). The loop being thus formed, pinch it 
and hold it tight between the fingers at B and C (Fig. 
i9e). It is only necessary to pull the free end in the 
direction marked by the arrow in order to get the con- 
struction of a right angle (Fig. i9f). This is marked in 
Fig. i9f with a c, and is fastened more or less strongly, 
according to the exercise which we propose to make. 

By tearing off the two bands, the little square remains 
(Fig. i9g). We may then string it on two new bands, 
one in each direction. 

Make a doubled square and have it formed from a 
single band. Make the band circular (Fig. 20), slip its 
free end in the doubled square C, and pass it through as 
far as it is necessary to provide for slipping it again under 
the square, following the direction of the arrow. Fasten 
this well by holding the interior sides of the circle 
between the fingers. The ring thus obtained is very 
strong. To children it represents a hoop, a ring, a brace- 
let, etc. Instead of immediately attaching the free end 
under the doubled square, have it passed through the 
square as in Fig. 21. 



30 CONSTRUCTION WORK. 



Take a doubled square made from a band, and slipping 
its free end through the doubled square from the same 
side where it is attached, we form a loop. If the band is 
long enough, repeat this loop on the other side by slip- 
ping the" band back through the doubled square, and con- 
tinue this, making as many new loops as the length of 
your bands will permit. According to the size of your 
loops and the particular form you give them, you get 
different constructions (Figs. 22 and 23). 

For the construction of the ring, you have slipped th9 
band into the square by the side opposite to that where it 
is attached. If you introduce it by the adjacent side you 
obtain an irregular circle or a ring curved on itself 
(Fig. 24). 

The band may also be introduced by the four sides suc- 
cessively and form a rosette (Fig. 25). 





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KXKRCISSS OF SECOND CI, ASS. 33 



Materials. — Figs. 26 to 33, Nos. 1, 2, 3, and 4. 

Take a square having two bands, and with each of these 
make a ring (Fig. 26) or several superposed rings (Fig. 
27). You have rosettes such as milliners use for trim- 
ming children's hats. 

Two rosettes, the one placed over the other through 
their diagonals, give a fuller appearance (Figs. 28 and 29). 

Take a square with its two bands. On one of these 
place a little square, as in Fig. i9g, at the middle of its 
length, and with each of these bands make a circle as 
indicated in Fig. 30. 

Take a square, cross it by a band in each direction and 
provide the middle of each of the branches of the cross 
with a new doubled square (Fig. 31). Pass a single band 
through these last four squares and make a circle with 
a firm tie. Turn the other two bands into a circle and 
fasten their four ends in a last doubled square. See if 
the three circles thus constructed are regular and correct 
them if necessary. The construction represents a sphere 
with the three large circles, the equator and the meridi- 
ans (Fig. 32). You can enclose the one construction in 
the other and get a fuller sphere (Fig. 33). 



EXERCISES OF SECOND CLASS. 



Materials. — Figs. 34 to 37, Nos. 1, 2, 3, and 4. 

Take*one or several bands of stiff paper, and by rolling 
them around the finger or a pencil, give them an artistic 
form. 

Then place them inside of a closed circle, having one or 
several doubled squares, into which they may be slipped 
(Figs. 34 to 37). 

The designs which may be made are unlimited. 



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EXERCISER OF THIRD CLASS. 41 



THE THIRD CLASS, 



THE DOUBLED SQUARE. 

Materials. — Figs, i to 6, Nos. 17, 18, 19, 20, 13, 14, 15, 
16, 27, 28, 29, and 30. 

This form of square is very valuable as an element of 
construction. It is derived directly from the first con- 
struction of the cube, which is given later, and may be 
used in the second grade. 

Take two rectangles of cardboard or paper of a differ- 
ent color, but of the same width, and place the one over 
the other in the form of a cross (Fig. 1). Fold them 
over as shown in the drawing, detach them, and we thus 
obtain two squares. Place these squares as indicated in 
Fig. 2, in a perpendicular position. Slip the folded bor- 
der of one square under the two extremities of the 
borders of the other square, and then the second folded 
border of the first square under the other two extrem- 
ities of the borders of the other square (Fig. 3). In this 
way the square constructed has the sides very firm, and 
presents in two ways a muff open through and through, 
which may receive and hold another square of the same 
kind attached by a band bent at right angles. 

The exercises which may be made with these squares 
arrange themselves in several categories. 

We have first the exercises of simple juxtaposition, 
without being attached, and which may be used for color 
work. By using papers of different colors, we obtain 
new designs by simply turning them over. In this way 
we may make a running ornament, a square or a rect- 
angle. 



42 CONSTRUCTION WORK. 



T The squares may be laid side by side, half side to half 
side, or angle to angle, and in this way many beautiful 
designs may be made. 

This may be followed by a series of exercises where 
the one square penetrates the other by one of its angles, 
and which represents the superposition of squares. 

The third series of exercises includes the stringing of 
the squares on one or several bands (Figs. 4 and 5), to 
form running ornaments or other designs, or to build a 
great number of constructions. 

The stringing of the squares resembles the stringing of 
beads, and requires a certain amount of dexterity which 
can only be acqiiired by practice. 




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KXKRCISKS OF THIRD CLASS. 45 



Materials. — Figs. 7 to 10, Nos. 17, 18, 19, 20, 13, 14, 15, 
16, 27, 28, 29, and 30. 

To form a stop at the end of a band we have recourse 
to the Froebelian knot (Fig. 5), which is simply a right 
angle fold, repeated three times. As will be observed 
from the drawing, the end is passed through the double 
square perpendicular to the rest of the band. 

Fig. 9 shows us a frame formed of twelve squares 
strung on a band of the same width and folded by a 
Froebelian knot after each series of four squares. By 
increasing the number of squares on two opposite sides 
we obtain a rectangular frame. 

The checkerboard (Fig. 10) may be made by using one 
or two bands, which may be folded in a knot at the end 
of each line of squares and returned by the following line, 
or by means of several shorter bands whose ends are 
turned back behind the construction, or fixed by slipping 
them under the second square of the line. 




11 



KXKRCISES OF FOURTH CLASS. 49 

Materials. — Figs, n to 17, Nos. 17, 18, 19, 20, 13, 14, 
15, 16, 27, 28, 29, and 30. 

When we string some double squares on one or several 
bands of half width, we form the square pavement (Fig. 
11), where the squares are placed half side to half side. 
This is the method used in paving streets, and it might 
be well to tell the children that the meeting of four 
angles at a point is always to be avoided ; for if the four 
angles meet at a point the pavement is easily broken by 
the wheel of a truck. 



FOURTH SERIES. 



DOUBLE SQUARE, RAISED CONSTRUCTION. 

The fourth series of exercises with the double square 
includes all raised constructions. 

Fig. 12 shows us five double squares in the form of a 
cross. Two bands pass through the base square perpen- 
dicularly to each other, a third band passes through the 
squares 1, 2, 3, and 4, following the direction marked in 
drawing. Erect them perpendicularly on the base 
square and slip the band again under the first square. 
It is only necessary to fasten the two ends of the band by 
the means indicated in Fig. 10 to obtain the cubic box 
(Fig. 13). 

It is easy to provide this box with a handle or lid; it is 
only necessary to string some squares on a band which is 
attached in the ordinary way to the two opposite squares 
at the edge of the box, or, if a single lid with a flap is 
required, we may employ the square attached as stated, 
and add to this the double rectangle shown in Fig. 22. 

We can extend each square on the upper edge of j:he 
box by a new square. 



50 CONSTRUCTION WORK. 



To obtain this form, place three squares, instead of 
two, at each end branch of the cross (Fig-. 16), make the 
preceding box, and pass a new band through each inter- 
mediate square to permit the mounting of a new square. 
We have then the construction shown in Fig. 18, 





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EXERCISES OF FOURTH CLASS. 53 



Materials. — Same as the preceding-. 

If, by slipping three squares on each branch of the 
cross (Fig. 1 6), we make the first box (Fig. 17), and we 
then pass the four ends of the bands under a new square, 
we obtain the construction (Fig. 19) which represents a 
solid bounded by six squares and eight equilateral 
triangles. 

The box and the "sphere" last made may be modified 
at the will of the constructor, to make a number of other 
constructions, among which we may mention the doll's 
cradle (Fig. 20). 

By superposing a narrow rectangle on a wider rectangle 
(Fig. 21), and by successively bending back the four bor- 
ders, and then arranging them as we have done with the 
square, we obtain the [double rectangle (Fig. 22), with 
which we may form many new combinations. 



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CARDBOARD WORK. 57 



CARDBOARD CONSTRUCTION WORK. 

The cube is the foundation of geometry and the base of 
this method. 

Materials. — Figs, i to 12, Nos. 17, 18, 19, 20. 

Place one card over the other in the form of a cross, as 
shown in Fig. 1, and fold over the overlapping borders of 
the four sides. Continue this until each one of the cards 
is as represented in Figs. 2 and 3. Place one of the cards 
flat on the desk or table, as in Fig. 4 ; then take two of 
the cards already folded and place them as shown in 
Fig. 5. When this has been done, place two cards on 
the other two sides so that they will bind those already 
placed. Slip another card under the two overlapping 
edges of the upper face ; this will form the key of the 
cube, and will help to bind it together. The cube will 
then appear as represented in Fig. 6. 

In order that the cube may present a better appearance 
and lend itself to numerous combinations, take the other 
six cards which you have already folded, and slip them 
under the overlapping edges on the six sides, as repre- 
sented in Fig. 8. The cube, now finished, may be made 
the subject of an object and drawing lesson. Note the 
number of faces, compare them as to size and shape. 
What kind of angles has it? How many? How many 
edges? Curves? 



58 CONSTRUCTION WORK. 



APPLICATIONS. 

Child's Bank. — Cut a slot in one of the faces, as shown 
in Fig. ii. The money cannot be removed without tak- 
ing the box to pieces. 

Angular Cube. — Cut out a square on each of the six 
faces. By passing threads through from the one angle to 
the other angle opposite, many geometrical definitions, 
such as center, diagonal, etc., may be clearly illustrated 
(Fig. 12). 

Have pupils combine the cubes in as many ways as 
possible. This will result in the numerical operations, 
1+1+1=3, 2+1=3, I + 2 =3, an d will develop ideas of sym- 
metrical relationship, which form a large part of the 
value of these exercises. 



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CARDBOARD WORK. 61 



Materials. — Figs. 13 to 17, Nos. 17, i< 

23, 2 4. 

Lantern. — Make a cube as in the preceding exercises, 
and stiffen it, either by stitching the overlapping pieces 
to the cardboard below, or by using glue. 

Remove the five faces and cover four of them with 
colored paper. You will then have a Venetian lantern, 
as in Fig. 13. 

In order to attach two cubes to each other, corner to 
corner, slip the ends of the borders of the two faces which 
touch, under each other (Fig. 15). 

The same result may be obtained by successively attach- 
ing to the face of a cube already made, the different cards 
which would form the new cube. First slip a card under 
the borders at AB, and one under the borders at CD. 
Place a third card between the two first with the borders 
standing up. The rest of the construction will be appar- 
ent (Fig. 16). 

We can also form a rectangular parallelopiped, which 
may be lengthened by the addition of one or more cubes 

(Fig. 17)- ' 

To attach the cubes corner to corner, slip a whole card 
or a band of stiff paper under the borders of the two 
cubes to be connected. 

It is also very easy to obtain, by this method of attach- 
ment, a large variety of assembled cubes, for use as 
drawing models or manual training exercises. 

Cathedral. — Construct with assembled cubes according 
to design and mark the windows and doors, with ink or 
pencil (Fig. 19). 

Place little flags on towers supported by pins. Reverse 
the construction, and you have a bridge. 




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CARDBOARD WORK. 65 



Materials. — Same as preceding. 

Fig. 20. Superposition of cubes to form a parallelo- 
piped. 

Fig. 21. Assemblage of three or four cubes (by a band 
of paper), to be analyzed and compared with Fig. 23. 

Fig. 22. Assemblage of three cubes (by band of 
paper). 

Fig. 23. Cross with four arms, composed of five cubes. 

Fig. 24. Cross with six. arms. This construction is 
well adapted for giving ideas on planes and to show that 
all the faces which are in the same plane or in a parallel 
plane, receive an equal distribution of light or shade. 

Fig. 25. A flat parallelopiped pierced by a long paral- 
lelopiped. 

Fig. 26. Cube of 3x3x3, from which is cut out the 
cross with six arms, as in Fig. 24. 

Fig. 27. Same construction as in Fig. 26, from which 
a cube at each corner is removed. 

Fig. 28. Same construction as in Fig. 27, but fuller, 
to which has been added a cube at the middle of each of 
the six faces. 




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CARDBOARD WORK. 69 



Materials.— Same as preceding. 

Figs. 29, 30, 31, and 32. Cubes attached by a band of 
strong paper slipped in in such a way as to bind them 
together. 

Fig. 33. Take a round piece of cardboard, glue the 
cubes round this, thus forming a hexagon. This may be 
used for a sewing basket. 

In making these exercises, I suggest using groups of 
cards of four or six different sizes. 




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PAPER WORK. 73 

PAPER CONSTRUCTION. 

Materials. — Heavy paper, No. 25. 

Take a rectangle of paper, make a fold at each end, as 
X, X. Divide the remainder of the surface of the rect- 
angle into four bands of equal width. This is done by 
carrying AC over to EF to get the fold GH, AC to GH 
to get I J, and EF to GH to get KL (Fig. 34). 

Construct squares on AI, IG, GK, KE, by carrying AI 
in the directions of I J, Fig. 35, and by tracing a fold the 
width of MA to N. Be careful that the fold of the part 
turned down is equal to the part not turned down. 

Make a second row of squares by folding the paper the 
length of AB, while it is still folded, following MN. 

The third row of squares is obtained in the same way; 
and if you have too much paper, crease it carefully and 
tear it off. 

Tear from I, G, K, E, J, H, L, and F just down to the 
point where they meet the first fold, and fold all the little 
squares thus detached, following one of their diagonals 
as indicated (Figs. 34, 35, and 36). 

On bringing together the two sides of the rectangle 
you already see the construction, and can distinguish the 
interior from the exterior. 

One of the borders X first made, falls to the interior 
against the face to which it is attached. Its parts being 
open, fold back and form a muff into which slips the sec- 
ond border X, also folded back on itself, but not turned 
down against the interior face. 

At G we have two double right-angled triangles 1 and 
2, which we slip in, or rather place the one in the fold of 
the other. This is done by barely unfolding the triangle 
opposite it and then enclosing the other in its folds. Do 
the same at H. 



74 CONSTRUCTION WORK. 



What you have already done with the triangles at G 
and H, also do with the triangles at A and E, and at C 
and F. The triangles which must be placed the one over 
the other, are at the opposite extremities of the paper. 

Bring them together and the cube will present a fin- 
ished appearance. 

Pinch the angles well and the cube is completed. 






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PAPER WORK. 



Materials. — Nos. 25 and 26. 

The same construction as in the preceding exercise 
may be applied to the construction of the different kinds 
of rectangular parallelopipeds. It is only necessary to 
give to the middle row of squares a width or a length of 
two or any number of squares, according to the form of 
the four-sided figure which we wish to obtain (Figs. 38, 
39, 4o, and 41). 

Observe that with any rectangle you can always obtain 
two kinds of parallelopipeds, according to the length or 
width of paper which you use, and that it is only in cases 
where your dimensions are fixed that you are obliged to 
tear off any excess of paper. These constructions may 
be made stronger and new combinations formed, by 
passing a band of stiff paper or thin cardboard through 
the diagonals. These bands permit ^the building up of a 
long series of drawing models, the appearance of which 
may be changed in a moment (Fig. 42). 

Fig. 42. Cube with a band of strong paper, forked at 
one end, passed through its diagonals. 



PAPKR WORK. 79 



The inventive faculty of the pupils may now be aroused 
by having them combine four cubes in as many ways as 
possible, and record the results of their work in diagram 
form, as shown in the next four pages. 

As a larger number of cubes is used (5, 6, 7, 8, 9, or 10), 
the number of combinations is almost limitless. They 
may be used in connection with the Speer Arithmetic 
work, or may be combined to produce boxes or simple 
architectural effects, the proportions of which can be 
exactly determined. 

Pupils will vie with each other in producing a variety 
of effects in combination with a certain number of cubes. 

After a few lessons, allowing pupils to invent their own 
combinations, and thus exercise their own ingenuity, is 
preferable to having them follow specific directions. The 
child will devise for itself new forms — an occupation at 
once delightful and conducive to mental development. 



CARDBOARD WORK 

A FEW COMBINATIONS OF" FOUR CUBES 



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PAPER WORK. 89 



Materials. — Nos. 25, 26, 13, 14, 15, and 16. 

Fig. 43. The same cube surmounted by a long paral- 
lelopiped forming base and column. The band of paper 
passes through the whole construction. 

Fig. 44. A parallelopiped surmounted by a cube and 
another long parallelopiped, forming a monument. 

Fig. 45. Running ornament composed of parallelopi- 
peds of two kinds. 

Fig. 46. Parallelopipeds strung on two bands and 
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PAPER WORK. 93 



Materials. — Same as preceding. 

Fig. 47. Parallelopipeds strung on a band, forming 
denticles. 

Fig. 48. Cornice. 




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THE CUBE- 97 

THE CUBE— THIRD AND FOURTH CONSTRUO 

TIONS. 

Materials. — Same as preceding. 

Third and fourth construction of the cube : 

Take two sheets of paper in the ratio of about 3 : 8 
inches, or any multiple of these numbers ; fold them twice 
on themselves in the lengthwise direction (Fig. 49). 

Place the two bands at right angles (Fig. 50), in order 
to determine on each of them the width of the band or 
muff. Bring AB to CD to form fold GH ; AB to GH, to 
form fold I J ; and CD to GH, to form KL (Figs. 49 
and 50). 

Slip the part CDEF into the double fold AB, forming 
a muff, so that CD coincides perfectly with AB (Figs, 49 
and 51). 

Having thus obtained two cubic rings, slip the one in 
the other so as to have a cube perfectly smooth over the 
six faces (Fig. 52). 

Take a square ABCD, divide it into sixteen small 
squares by carrying AC to BD, and then AC on the fold 
which ) r ou make, etc. (Fig. 53). 

Tear the seven sides of the small squares, from E to 
the points where they meet the first fold, and make a long 
tear E' to the center. Fold a diagonal in each square on 
the outside in order to obtain a cross inscribed in the 
large square (Figs. 53, 54). 

Slip the little square, which is at the angle A of the 
large square (Fig. 53), and which is marked by an x, on 
the little square adjoining and marked with ay. 

You thus form an angle at 0, having three equal sides, 
which will bind together if you turn down to the interior 
of the angle, the two superposed triangles marked by 
hatched lines. 



98 CONSTRUCTION WORK. 



Proceed in the same way for each branch of the cross. 

Fig. 54. This being done, superpose a branch of the 
cross marked x, x, .r, x } on the adjoining branch y y y,y, y, 
and bind the construction by the return of the small tri- 
angles. A triangle having three equal sides is formed at 
the center of the square. 

Materials. — Nos. 25 and 26. 

The cube is made and it is only necessary to pinch the 
corners to make it firm. 



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APPLICATIONS* 101 



APPLICATIONS. 

A slight modification in the preceding construction 
gives a cube of which one of the angles is concave, and 
thus forms in the inside a triangular pyramid (Figs. 57 
and 58). 

Before superposing one of the two branches of the cross 
on the other, make the folds ABCD (Fig. 56) ; then by 
superposing the point C on the point B, make a hollow 
angle of which the vertex is in O. 

To form angles with the three other branches, proceed 
as before. 



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APPLICATIONS. 105 



APPLICATIONS OF THE THIRD CONSTRUCT 

TION. 

Materials. — Nos. 13, 14, 15, 16, 25, and 26. 

Fig 1 . 59. Bind the cubes together by passing- a band of 
paper along the interior faces. We thus form the first 
running ornament. 

Fig. 60. By passing the band through the diagonals of 
the cubes, we obtain the second running ornament. 

Fig. 61. Two square rings constituting the cube being 
bound together so as to form a chain. 




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APPLICATIONS. 109 



APPLICATIONS OF THE THIRD CONSTRUCT 
TION (Continued). 

Materials. — Same as preceding. 

Fig. 62. Chain the same as the preceding, but in 
which the rings are attached to each other by a third ring 
inside of the other. 

Fig. 63. Another form of the chain is shown in 60. 




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THE CUBE. 113 



THE CUBE— FIFTH CONSTRUCTION. 

Materials. — Nos. 25 and 26. 

Take a square of paper (Fig. 64). Fold on the four 
sides a uniform border of about one-half an inch. 

Divide the square, after having turned down the bor- 
ders, into three rows in both directions, and thereby 
obtain nine squares. 

In order to avoid too many thicknesses of paper, remove 
the parts shaded and marked with a C. Make the four 
cuts AB, which must terminate at B. 

In order to facilitate the construction of the cube, num- 
ber the squares from 1 to 9, 

Erect square 3 perpendicularly to square 2, and retain- 
ing the angle, having two sides, thus formed, erect the 
square 2 perpendicularly to square 5, which is the base of 
the construction. Do the same thing with squares 9 and 
6. Be careful that square 6 comes against square 3, and 
that the part of the border X turns down easily towards 
the interior by enclosing square 3 under its fold. Repeat 
this operation with squares 8 and 7, and then with 
squares 4 and 1. We now have a cubic box without a 
cover. The same box may be constructed more solidly 
with the square divided into twenty-five squares. The 
mode of construction is the same, omitting, however, the 
folding of the border around the square, which is super- 
fluous (Fig. 66). 

We form a second similar box with a square whose 
sides are smaller by six times the thickness of the paper 
(with light paper this thickness is trivial), and we drop it 
into the first so as to obtain a stronger cube. 




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APPLICATIONS. 117 

APPLICATIONS OF THE FIFTH CONSTRUO 
TION OF THE CUBE. 

Materials. — Nos. 25 and 26. 

When we wish to obtain a very solid box by this con- 
struction, with or without a cover, or which is intended 
for constant use, or which we wish to use in the class- 
room for the purpose of teaching' measures, we double it, 
which strengthens it and renders it reasonably indestruc- 
tible. 

We make two boxes as in the construction of the cube; 
only, for the second box, which is to be inserted in the 
first, the fold instead of being on the interior, is on the 
exterior. The annex falls back on the outside on the 
superposed square, and the interior of the box is pre- 
vented from being crushed (Fig. 68). 

To construct the cover, take a square of paper of such 
a size that by dividing it into nine squares, as shown in 
a previous exercise, each square may be several thick- 
nesses of paper larger than the square face of the box. 
Make the four cuts marked and fold them over on them- 
selves in the direction of the length; rectangles are 
formed by the squares 2 and 3, 6 and 9, 8 and 7, 4 and 1 
(Fig. 69). 

Erect rectangle 2-3 perpendicularly on the square of 
base 5, then the rectangle 6-9, being careful to take 
square 3 under its fold; then rectangle 7-8, which encloses 
square 9, etc. (Fig. 70). 

If necessary, double the cover as we did in the case of 
the box. 

In these constructions it is necessary to have fixed 
dimensions betw r een the different parts. In the cubic 
box, the height equals the two other dimensions; in the 
cover, it is the half of it. 

Many new combinations may be deduced from this con- 
struction. 





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THE CUBE. 121 

THE CUBE-SIXTH CONSTRUCTION. 

Materials. — Nos. 25 and 26. 

Take six squares of stiff paper about 4x4 inches. 

Make a uniform fold on each of their sides, about three- 
eighths inch, which then unfold. 

Take four of these squares and place them exactly over 
each other. The folds that have been made form, at the 
interior of these squares, another square about 3*4 inches 
on the side. Indicate on these folds two points which 
divide the 3^ inches into three equal parts (Fig-. 72). By 
the depression of the nail, or any hard substance, the 
four squares are marked at one time. Cut AB, CD, CH, 
EF, and IJ. 

Set the squares on edge at right angles to each other. 
The part to the left of AB and that to the left of CD are 
partly detached. Fold them over on the part not 
detached between B and C, so as to form the tenon indi- 
cated by the arrow (Fig. 73). The tenon folded in this 
way is the same size as the cut opposite at EF. It can 
then be engaged in the cut of another square whose tenon 
is engaged in its turn in the cut of a third square, and so 
on to the last of the four squares, which has the cut of the 
first square to hold it. 

After this tenon is passed through the cut, unfold it so 
that it cannot unlock. 

In closing the construction with the fourth square, two 
different methods present themselves. You may turn the 
chain of the four squares either in one direction or the 
other, and you get a ring, with the folds either at the 
exterior (Fig. 74) or at the interior. These two methods 
give us different applications. 

Let us select the second method — it is the most difficult 
— and let us continue the construction of the cube with 
the folds to the interior. 



122 CONSTRUCTION WORK. 

We have thus obtained a square ring, similar in form 
to that of the third construction of the cube. It is no 
longer necessary to build from the base to have the cubic 
box. The open faces of the ring present on their sides 
four folds cut in the middle. The square for covering 
each of these faces is supplied with four folds, forming a 
tenon (Fig. 75). These folds should be locked in the cuts 
from the outside, and this is easily done if we are careful 
to erect the tenons perpendicularly on the square and to 
bring down towards the interior the four side folds. 
When the tenons are in the cuts, unfold them and the 
face cannot be removed without tearing. 

The unfolding of the tenons on the last face presents 
some difficulty, because of the impossibility of getting the 
finger into the cube already completely closed. The 
thing is, however, very simple if we use a band of stiff 
paper, a paper cutter or a knife. 

This cube, if well constructed, is very strong (Fig. 77). 

Its construction very much resembles some of the 
methods used in carpentry. All of the elements are met 
again, and the thought or calculations necessary to make 
the tenons, cuts or mortises, come together exactly in the 
same way. 

It will be noticed that of the six faces of the preceding 
construction, the first four are cut in a different way from 
the last two. 

If we use six faces cut in the same way as indicated in 
Fig. 76, the construction of the cube represents a higher 
degree of skill and a greater intellectual effort. The 
danger to be avoided in the arrangement of the different 
pieces, is in the junction of the sides with similar cuts. 

The applications which result from the sixth construc- 
tion of the cube are very numerous, and only a few which 
are directly connected with it, are given. 




89 





APPLICATIONS. 125 

APPLICATIONS OF THE SIXTH CONSTRUCT 

TION. 

Materials. — Nos. 25 and 26. 

Fig. 79. Arrangement of four rectangles cut by 
oblique lines, with the tenons. going from the interior to 
the exterior, and forming a square boat. For the bot- 
toms, place inside a square greater than the lower open- 
ing, and press it down. 

Fig. 80. Assemblage of six panels with tenons going 
from the exterior to the interior, forming a basket. 

Fig. 81. Assemblage of five panels, with tenons going 
from the exterior to the interior, and forming an orna- 
mental flower-pot cover, 

We may ornament these different constructions by cut 
paper work, etc. 

Fig. 82. Lamp shade formed of six panels. The 
obliquity of the panels of this construction is much more 
than that of the preceding exercises, and ought to be cal- 
culated from its superior and inferior openings. 

The best dimensions are as follows: 

The small end (superior), about ij{ inches. 

The large end (inferior), about 6}{ inches. 

Distance between the two ends, about 7^ inches. 

Designs of any kind may be pricked on each face with 
a special needle, or pictures may be drawn or pasted on 
them. The designs may be varied, but the prettiest 
design is that made by the child himself. 

Fig. 83. A chalk box or egg box obtained by attaching 
four faces to a curved line. Cords are fixed at its angles 
to hang it by. Observe that the tenons and borders or 
folds, are interior. 

Fig. 84. A suspended box of the same kind as the 
preceding, but the panels, six in number, are of an 
elongated, elliptical form. Here also the folds and 



126 CONSTRUCTION WORK. 



tenons are towards the interior, and they must be flat- 
tened well against the sides of the box. 

Fig. 85. A box or boat. The straight panels have 
curved cuts, and combine with a rectangle whose two 
opposite sides are provided with tenons. The rectangle 
alone is curved and its tenons necessarily pass to the 
exterior of the construction. This arrangement is con- 
cealed by pasting pictures over it. 



APPLICATIONS. 129 

APPLICATIONS OF SIXTH CONSTRUCTION 
(Continued) . 

Materials. — Nos. 25 and 26. 

Fig. 86. Represents a roll for music constructed in 
the same way. 

Figs. 87 and 88. Round table-napkin rings, similar in 
construction to the preceding exercises, but the rectangle 
of paper which is used to make them has first of all, to 
have two double folds in order to get the relief moldings. 
After folding, in order to make the paper bend more 
easily, we should pass a pencil or some hard body over 
the face intended for the inside. 

Figs. 89 and 90. This is a wrapper for mailing printed 
papers. Take a band of paper of the required size, 
enclose in it the printed matter folded as desired, and ou 
the side where the two extremities fall on each other, 
mark by means of the nail or some hard substance, two 
points dividing the width into three equal parts. At one 
of the extremities cut the paper at C and D, just to the 
points marked; at the other extremity, cut the paper 
between the two points in order to obtain on the one side, 
a tenon and on the other side, a mortise, as in Fig. 90. 
Slip the tenon from the exterior into the mortise and 
when it is there, fold it as in previous exercises. 

In first presenting the series of six primary construc- 
tions of the cube, it has been my eadeavor to submit to the 
observation of the child, an idea in a concrete, tangible 
form; to interest him in it by having him reproduce it by 
easy and rapid means, where the mechanical effort never 
absorbs the intellectual effort, and by teaching him to 
know and analyze in all its aspects, in all its types, in all 
its applications, the abstract idea of size, form, and 
number. 



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WOOD WORK. 133 



PREPARATORY COURSE IN WOOD WORK. 

I. Practice in use of knife in whittling objects based 
on the cylinder and cone. 

MODEL NO. J-FLOWER STICK. 

Material. — 24x^x^4 inches. Pine. 

Tools. — Knife, rule, pencil, file, sandpaper, dividers. 

Exercises. — Long cut, cross cut, finishing. 

Drawing — Parallel and converging lines. 

Educational Value. — Training in dexterity of hand 
through drawing and cutting; sense of form trained 
(rectilineal and curvilinear) ; cultivates care and practice; 
promotes accuracy and neatness. 

Directions. — 

1. Smooth both ends. 

2. Draw design on ends, circle one - half inch in 
diameter. 

3. Trim both ends down to the circle. Then trim piece 
between. Test from time to time by laying on the bench 
or on a flat board. 

4. Smooth with file and sandpaper. This is done by 
wrapping sandpaper around the stick, holding with one 
hand and drawing stick back and forth with a rotary 
motion. In this way it may be perfectly rounded. 

5. Round upper end to hemispherical form and point 
other end according to the drawing. 



134 CONSTRUCTION WORK. 



MODEL NO. 2- AWL HANDLE (Scratch Awl). 

Materials. — 7x1^x1^ inches. Pine. 

New Tool. — Saw. 

Exercises. — Long cut, cross cut, sawing off, finishing, 
filing. 

Drawing. — Converging and straight lines. 

Educational Value. — Training in dexterity of hand 
through drawing and neat cutting; training of eye to 
curvilinear form; promotes neatness, accuracy, patience 
and attention. 

Directions. — 

1. Cut out cylinder as in No. 1. 

2. Reduce size of one end to receive ferrule. 

3. Round other end. 

4. Sandpaper. 

5. Fasten awl in end — or fasten old writing pen point, 
to be used in cutting groove to receive pen in penholder 
(next exercise). 






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WOOD WORK. 137 



MODEL NO. 3-PENHOLDER. 

Materials. — 9 x^x^ inches. Maple, taken from piece 
of wood sawed from a board ; rough. 

New Tools. — Awl, brace and bit, hammer. 

Exercises. — Long cut, cross cut, filing, oblique cut. 
New: Boring with bit; boring with awl (made in last 
exercise). 

Drawing. — Parallel and converging lines, geometrical 
curves. 

Educational Value. — Training in dexterity of hand ; cul- 
tivates sense of touch; training of eye to sense of form 
(cylindrical and tapered) ; training in neatness, accuracy, 
and carefulness. 

Directions. — 

1. Cut cylinder y 2 inch in diameter. 

2. Determine thickest part of penholder by two lines 
\y*2 and ij4 inches respectively from lower end. 

3. Whittle out as per drawing. 

4. Cut groove in end with tool made in last exercise ; 
or bore a hole 3/ s inch deep with a ^-inch bit, and another 
hole % inch from end with a ^-inch bit. Make a plug 
T 5 6 x 3/Q inch on smaller end, ^ x ^ inch scant on larger 
end, and drive plug into lower end. 

5. Sandpaper. 



138 CONSTRUCTION WORK. 



MODEL NO. 4-ORNAMENTAL FLOWER 
STICK. 

i. This includes pyramid, truncated pyramid, cube, 
cylinder, and cone. 

Materials. — 24x^x34 inches. Maple; rough. 

New Tools. — None. 

Exercises. — Long cut, cross cut, filing, sandpapering. 
Neiv: Squaring up. 

Drawing. — Parallel and converging lines, right angles. 

Educational Value. — Training in dexterity of hand; 
training in care, patience, and perseverance; cultivates 
powers of observation (sight and touch) ; training of eye 
to sense of form (rectilineal and rectangular) ; promotes 
neatness, accuracy, attention, and carefulness. 

Directions. — 

1. Whittling ornaments. 

(a) Four-sided pyramid, 2 inches high. 

(b) Truncated pyramid, 1 y 2 inches high. 

(c) Cube, 3/ Q inch. 

2. Below the cube, a cylinder. 

3. At lower end, a cone, 2 inches high. 

4. Sandpaper. Use special care not to injure sharp 
edges. 



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WOOD WORK. 141 

MODEL NO. 5 (a, b, c,)— KEY TAGS. 

II. Knife practice on objects with curved edges. 

Materials. — nxi^x^ inches; s. 2. s. Maple. 

New Tools. — Gauge and dividers, square. 

Exercises. — Sawing off, squaring, boring, convex cut, 
filing, concave cut. Neiv: Gauging. 

Drawing. — Right lines and geometrical curves. 

Educational Value. — Training in dexterity of hand; 
training of eye to sense of form (flat and convex) ; train- 
ing in habits of neatness and accuracy. 

Directions. — 

1. Sandpaper the wood so that it will be easier to 
draw on. 

2. Saw into lengths for key tags a, b, and c. 

3. Draw design on stock. 

4. Whittle to line. Where a line curves inward, a cut 
perpendicular to grain must first be made as at b y to pre- 
vent splitting. 

5. Finish rounding curved edges with file. 

6. Bore holes. To prevent breaking, bore part way 
from each side, or fasten it in vise with a thicker board 
behind it. 

7. Sandpaper. 

MODEL NO. 5 (d)—KEY TAG. 

Materials. — 7xi^x 1 3 g - inches. Maple; s. 2. s. 

Tools. — Same as preceding model. 

Exercises. — Sawing off, convex cut, concave cut. 

Drawing. — Converging lines, and geometrical curves. 

Educational Value. — Training in dexterity of hand; 
training of eye to sense of form (flat and convex) ; train- 
ing in habits of neatness and accuracy. 

Directions. — 

1. Sandpaper the wood so that it will be easier to draw 
on. 



142 CONSTRUCTION WORK . 



2. Draw design on stock. 

3. Whittle to proper length; whittle to line. 

4. Finish rounding curved edges with file. 

5. Sandpaper. 




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WOOD WORK. 145 



MODEL NO. 6-PAPER KNIFE. 

Material. — i2xi^x^( inches; s. 2. s. Black walnut. 

New Tools. — Scraper, smoothing- plane. 

Exercises. — Sawing off, face planing", edge planing, 
gauging, concave cut, convex cut, filing, surface cut, 
scraping. 

Drawing. — Right line and free curves. 

Educational Value. — Training in dexterity of hand 
training of aesthetic faculty; cultivates sense of [form 
training in neatness, accuracy, attention, and carefulness 
develops interest and love of work ; promotes the devel- 
opment of the muscles. 

Directions. — 

1. Plane and sandpaper the stock. 

2. Draw design on paper, form a template by cutting 
it out with the knife, draw on the wood around the edges 
of the paper. 

3. Whittle to line and finish with file. The edges must 
be at right angles to the faces and the curves regular 
and symmetrical. 

4. Draw a center line from end to end to indicate 
thickest part of blade. 

5. Trim blade to center line on both sides and both 
faces, to make it sharp. 

6. Whittle decorations on handle (based on semicircle). 

7. Finish with file, scraper and sandpaper. 



146 CONSTRUCTION WORK. 



MODEL NO. 7— PAPER KNIFE WITH OPENING 
IN HANDLE. 

Materials. — i2xi3,|x^( inches; s. 2. s. Birch. 

New Tool. — Coping saw. 

Exercises. — Sawing off, using coping saw, face planing, 
edge planing, gauging, concave cut, convex cut, filing, 
surface cut, scraping, boring with bit of small curves 
directed inward and too small for the knife. 

Drawing. — Converging lines and free curves. 

Educational Value. — Training in dexterity of hand; 
training of aesthetic faculty; cultivates sense of touch and 
form; training in neatness, accuracy, attention, and care- 
fulness ; develops interest and love of work ; promotes the 
development of the muscles. 

Directions. — 

1. Plane and sandpaper stock. 

2. Make template and use it to put design on wood. 

3. Make the opening in the handle with bit, coping 
saw, and file. 

4. Trim outer edge to line, using bit for the small inner 
curves at a and b. Finish with file. 

5. Trim cutting edge with knife, file, and scraper. 
(The steel scraper, well sharpened, is, for many purposes, 
better than sandpaper.) 



WOOD WORK. 149 



MODEL NO. 8-COAT'HANGER. 

IV. Exercise in use of plane and saw. Further prac- 
tice on curved edge lines, the chisel being introduced. 

Materials. — 20x5x34 inches; s. 2. s. Pine. 

Exercises. — Sawing off, face planing, edge planing, 
squaring, boring with center-bit, use of coping saw, per- 
pendicular chiseling, filing, smoothing up, scraping. 

Drawing. — Geometrical and freehand curves. 

Educational Value. — Training in dexterity of hand; 
training of eye to symmetry of form; cultivates patience, 
perseverance, and attention; cultivates neatness and 
accuracy; promotes uniform physical development. 

Directions. — 

1. Plane and sandpaper stock. The plane is to be used 
here only for the purpose of smoothing the surface, and 
not yet for the purpose of planing to any definite thick- 
ness. 

2. Make template and use it to put design on wood. 

3. Draw on the wood around the edges of template. 

4. Saw down to the line, making many parallel cuts, 
close together, as shown by the dotted lines. 

5. Trim as closely as'may be with the chisel, and finish 
to line with knife, file, and sandpaper. 

6. Bore hole to attach string for hanging up. 














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WOOD WORK. 153 



MODEL NO. 9— LAMP MATS. 

These afford good material for the drawing lesson as 
well as for the work-room. 

Materials. — 8x8x 3 \. Maple. 

Exercises. — Sawing off, long sawing, face planing, edge 
planing, squaring, gauging, use of coping saw, obstacle 
planing, boring with center bit, chamfering, perpendic- 
ular chiseling, punching, scraping. 

Drawing. — Right lines and geometrical curves. 

Directions. — 

i. Smooth wood with plane and sandpaper. 

2. Draw the border lines. 

3. Saw nearly to line in direction of arrows. 

4. Trim to line with chisel. (The file here is not so 
good as in previous exercises.) 

5. Draw straight lines with rule and knife and curved 
lines in center with compasses. 

6. Cut out center with bit. 

7. Punch parts indicated in drawing. (Punch may be 
made, if necessary, by inserting short pieces of stiff wire 
in a wooden handle.) 

In addition to carving, I have found the following to 
give excellent artistic results: 

1. Smooth surface perfectly, and then, to prevent col- 
ors from spreading, treat with gelatine dissolved in warm 
water. When dry, run over lightly with sandpaper. 

2. The design is drawn on paper, and then transferred 
to the wood. 

3. Trace lines with India ink or burnt sienna; clean 
with rubber eraser. 

4. Apply moist colors. It is best to apply light tints 
first. 



154 CONSTRUCTION WORK. 



5. When colors are thoroughly dried, shellac or var- 
nish. This must be done carefully and rapidty, in order 
to prevent spreading the colors. 

Use moist water colors. 

Best woods to use are maple, chestnut, pear, and birch. 










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